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題名 | Enhancing EFL Children's Vocabulary Recognition and Reading Comprehension through Multimedia Anntations=多媒體註解對學童英文字彙學習與閱讀理解之影響 |
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作者 | 郭鳳蘭; Kuo, Feng-lan; |
期刊 | 國立彰化師範大學文學院學報 |
出版日期 | 20051100 |
卷期 | 4 民94.11 |
頁次 | 頁305-326 |
分類號 | 805.1 |
語文 | eng |
關鍵詞 | 多媒體註解; 英文; 字彙學習; 閱讀理解; |
中文摘要 | 近年來許多單字及閱讀教學的研究顯示單字註釋有助於字彙習得。單字註釋的形式包括標的語言文字定義、母語翻譯、平面圖片、錄影剪輯、和提供真人發音。Paivio(1971, 1983, 1986)提出雙編碼理論(dual-coding theory),此一理論同時也提供多媒體詞彙註釋有力的理論基礎。雙編碼理論強調視覺和文字倆種不同認知系統的連結。原本為兩個獨立認知系統分別專精於影像及語言文字訊息的處理,視覺認知系統的主要功能在於形成心理層面的圖像,而文字認知則負責處理以書面或口語形式呈現的語言內涵。雖然兩個系統是獨立的,但是此二認知系統的連結卻是參照概念形成的決定原素。因此,若有文字和視覺訊息同時輸入,便可協助參考連接的建構(Mayer & Sim,1994)。有鑑於前人的研究大多探討多媒體評釋對學習第二語言或其他外國語言成人學習者之成效(Al-Seghayer, 2001; Chun & Plass, 1996a, b; Kost, Foss, & Lezini, 1999; Plass, Chun, Mayer & Leutner, 1998; Yoshii, 2001),鮮少針對國小學童或臺灣英語學習者進行實證研究,因此本研究探討臺灣國小五年級學童在閱讀英文故事短文時,多媒體註釋對其單字學習及閱讀理解的效益。研究結果顯示接受文字注釋加上動畫版本故事的學童之表現顯著優於接受文字故事版、文字註釋故事版、與故事動畫版的學童。 |
英文摘要 | In the field of vocabulary teaching and reading skills training, multimedia vocabulary annotations have been shown to be effective in facilitating vocabulary acquisition. These vocabulary annotations being investigated include textual definition, still pictures, video clips and auditory input. Based on Paivio's 1986 dual-coding theory, Mayer and Sims (1994) emphasized the interconnectedness of two distinct cognitive systems-visual and verbal. Given verbal visual input simultaneously might assist the construction of referential connection, most previous studies have centered on exploring the effects of multimedia annotations on vocabulary learning or reading comprehension of adult ESL/EFL learners (Bell, & LeBlanc, 2000; Jones, 2004; Lomicka, 1998; Yeh & Wang, 2003; etc.). In contrast, this study aimed to investigate the effectiveness of three types of multimedia annotations: glossing, Flash animations, and glossing plus Flash animations on vocabulary acquisition and reading comprehension of EFL elementary school students in Taiwan. The participants of this study are students of 4 intact classes from an elementary school in central Taiwan. Subjects were given a pretest to establish the baseline of their vocabulary knowledge. A narrative story was used as the reading material to implement the different versions of the vocabulary and contextual annotations. Regarding the posttest, a 14-item vocabulary recognition test and a 6-item prompted comprehension questions were utilized to assess the subjects' understanding of the narrative. The results showed that the version with the textual glossing plus animations was the most effective one among the four different versions of multimedia annotations. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。